Coker, Cheryl A creator author. text bibliography nyu 2021 2022 5th Edition. monographic eng

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pages cm "With an array of critical and engaging pedagogical features, the fifth edition of Motor Learning and Control for Practitioners offers the best practical introduction to motor learning available. This reader-friendly text approaches motor learning in accessible and simple terms and lays a theoretical foundation for assessing performance; providing effective instruction; and designing practice, rehabilitation, and training experiences that promote skill acquisition. Features such as Exploration Activities and Cerebral Challenges involve students at every stage, while a broad range of examples helps readers put theory into practice. The book also provides access to a fully updated companion website, which includes laboratory exercises, an instructors' manual, a test bank, and lecture slides. As a complete resource for teaching an evidence-based approach to practical motor learning, this is an essential text for undergrad and post-grad students, researchers and practitioners alike who plan to work in the areas of motor learning, motor control, physical education, kinesiology, exercise science, coaching, physical therapy, or dance"-- Introduction to Motor Learning and Control --- Designing Effective Learning Experiences: An Integrative Model --- Motor Learning, Control, and Performance What is Learning? --- The Nature of Motor Skills --- Skill Classifications --- Individual Differences --- Motor Abilities --- Categorizing Motor Abilities --- Practical Implications --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- A Look Ahead --- Understanding Movement Preparation --- Theoretical Approaches to Movement Preparation --- Information Processing Model --- Ecological Approach --- Preparing a Response --- Factors Influencing Reaction Time --- Response Time Delays: Decision Making Versus Movement Execution --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- The Role of Attention, Arousal, and Visual Search in Movement Preparation --- Attentional Capacity --- Factors Influencing Attentional Demands --- Arousal --- Relationship between Arousal and Performance --- Arousal and Movement Preparation --- Selective Attention --- Directing Attentional Focus: Attentional Styles --- Directing Attentional Focus: Visual Search --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Behavioral Theories of Motor Control --- Coordination and Control --- Skilled Movement: Command Center or Dynamic Interaction? --- Motor Program Theories --- Early Theories --- Generalized Motor Program --- Evidence Supporting Motor Program Control --- Summary of Generalized Motor Program Theory --- Dynamic Interaction Theories --- Dynamic Systems Theory --- Non-Linear Pedagogy and the Constraints-Led Approach --- Summary of Dynamic Systems Theory, Non-Linear Pedagogy, and the Constraints-Led Approach --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Neural Mechanisms: Contributions and Control --- The Nervous System --- Sensory Receptors --- Sensory Contributions to Movement --- Vision --- Focal Versus Ambient Vision --- Vision and Performance --- Proprioception --- Proprioception and Performance --- Balance and Postural Control --- Rehabilitation and Proprioception Training --- Transmission of Information: The Spinal Cord --- Sensory and Motor Pathways --- Spinal Reflexes --- Damage to the Spinal Cord --- The Brain --- Cerebrum --- Cerebellum --- Traumatic Brain Injuries and Concussions --- Neural Plasticity --- Memory --- Memory Model --- Forgetting --- Practical Implications --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Stages of Learning --- Models of Stages of Learning --- Fitts and Posner’s Three-Stage Model --- Gentile’s Two-Stage Model --- Learner and Performance Changes --- Movement Pattern --- Knowledge and Memory --- Error Detection and Correction --- Self-Confidence --- Measuring Progress --- Performance Curves --- Retention and Transfer Tests --- Performance Plateaus --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- The Learner: Pre-Instruction Considerations --- Awareness --- Transfer of Learning --- Types of Transfer --- Theories of Transfer --- Transfer and Instructional Design --- Motivation --- Motivation to Want to Learn --- Role of Motivation in the Learning Process --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Skill Presentation --- Hands-On Versus Hands-Off --- Hands-On or Direct Instruction --- Verbal Instructions --- Demonstrations --- Hands-Off Instruction --- Prescribe a Task, Not the Solution --- Manipulating Task and/or Practice Constraints --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Principles of Practice Design --- Breaking Down Skills: Progressions and Sequencing --- Whole Versus Part Practice --- Manual Guidance --- Speed–Accuracy Tradeoff --- Bilateral Transfer --- Psychological Strategies --- Goal Setting --- Mental Practice --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Practice Schedules --- Practice Context --- Support for Variable Practice --- Variable Practice Guidelines --- Organizing the Practice Session: Contextual Interference --- Isolated Versus Game-Based Activities --- Practice Distribution --- Massed Versus Distributed Practice --- Self-Control of Practice Variables --- Maximizing Time on Task --- Rest Intervals --- Equipment Substitutions --- Drill Design --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Diagnosing Errors --- Skill Analysis --- Planning an Observation --- Identify the Skill’s Purpose and Key Elements --- Determine the Viewing Perspective --- Decide on the Number of Observations --- Consider Using Video --- Determining the Cause of an Error and its Resolution --- Errors Due to Individual, Task, or Environmental Constraints --- Comprehension Errors --- Response Selection Errors --- Execution Errors --- Sensory Errors --- Should the Error Be Corrected? --- Is the Learner Capable? --- How Much Time is Needed? --- Is the Learner Motivated to Make the Correction? --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Correcting Errors --- Types of Feedback --- Functions of Augmented Feedback --- Error Correction --- Motivation --- Reinforcement --- Sources of Augmented Feedback --- Auditory Sources --- Biofeedback --- Visual Displays and Observational Interventions --- Equipment and Drills --- Content of Augmented Feedback --- Error Versus Correct Feedback --- Descriptive Versus Prescriptive Feedback --- Precision of Augmented Feedback --- Frequency of Augmented Feedback --- The Guidance Hypothesis --- Feedback Frequency Reduction Strategies --- Timing of Augmented Feedback --- Feedback-Delay Interval --- Post-Feedback Interval --- Manipulating Task Constraints --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- A Look Ahead --- Focus Points --- Epilogue: Teaching Scenarios --- Scenarios --- Physical Education --- Rehabilitation --- --- Physical Education Scenario --- Rehabilitation Scenario Cheryl A Coker. Revised edition of the author's Motor learning and control for practitioners, [2018] Includes bibliographical references and index. Motor learning BF295 C645 2021 Coker, Cheryl A. New York, NY : Routledge, [2021] Fifth edition. (DLC) 2021046783 9780367484026 9780367480530 2021046782 DLC 220909 20220909082511.0 22304654 eng